Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading
differentiation, Schoolwide Enrichment Model–Reading, Title I, reading comprehension
Digital Object Identifier (DOI)
In this investigation, we examined the effects of a differentiated reading approach on fourth grade students’ reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model–Reading [SEM-R]) or control (district reading curriculum) conditions. Treatment teachers implemented SEM-R as a supplement to the district curriculum for 1 academic year, whereas control teachers used the district curriculum. Based on multilevel analyses of students’ posttest reading comprehension scores on the Iowa Test of Basic Skills (n = 358) and attitudes toward reading as measured by the Elementary Reading Attitudes Survey (n = 429), no statistically significant differences in students’ attitudes toward reading were found, but SEM-R students had significantly higher scores on the comprehension posttest compared with the students in the control schools.
Citation / Publisher Attribution
Gifted Child Quarterly, v. 59, issue 2, p. 91-107
Scholar Commons Citation
Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John M.; and Lindo, Myriam, "Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading" (2015). Teaching and Learning Faculty Publications. 164.